Courses of Study: Social Studies

Number of Standards matching query: 13
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 29
Learning Activities: 1
Lesson Plans: 28
Multimedia: 0
Unit Plans: 0
1 ) Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date Line, and lines of latitude and longitude on maps and globes.

•  Using cardinal and intermediate directions to locate on a map or globe an area in Alabama or the world (Alabama)
•  Using coordinates to locate points on a grid
•  Determining distance between places on a map using a scale
•  Locating physical and cultural regions using labels, symbols, and legends on an Alabama or world map (Alabama)
•  Describing the use of geospatial technologies
Examples: Global Positioning System (GPS), geographic information system (GIS)

•  Interpreting information on thematic maps
Examples: population, vegetation, climate, growing season, irrigation

•  Using vocabulary associated with maps and globes, including megalopolis, landlocked, border, and elevation
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Strand: Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Locate prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date line, and lines of latitude and longitude on maps and globes.
  • Use labels, symbols and legends to locate physical and cultural regions on an Alabama or world map.
  • Use cardinal and intermediate directions to locate an area in Alabama or the world.
  • Determine distance between places on a map using a scale.
  • Describe use of geospatial technologies such as Global Positioning System (GPS), geographic information system (GIS).
  • Interpret population, vegetation, climate, growing season, irrigation on thematic maps.
  • Use vocabulary associated with maps and globes: megalopolis, landlocked, border, elevation.
Teacher Vocabulary:
  • physical regions
  • cultural regions
  • geospatial technologies
  • thematic maps
  • megalopolis
  • landlocked
Knowledge:
Students know:
  • Vocabulary associated with maps and globes.
  • How to use cardinal and intermediate directions to locate an area in Alabama or the world on a map or globe.
  • How to locate physical and cultural regions and geographical features on a map or globe of an area in Alabama or the world.
  • How to locate points on a grid using coordinates.
  • How to use a scale to determine distance.
  • How to use legends, labels, and symbols to locate physical and cultural regions on an Alabama or world map.
  • How to describe the use of geospatial technologies.
  • How to interpret information on thematic maps.
Skills:
Student are able to :
  • Use a map or globe to locate specific geographical features.
  • Use cardinal and intermediate directions.
  • Use labels, symbols and legends on a map.
  • Use a map scale to determine distance.
  • Use geospatial technologies.
  • Use geographical terms associated with maps and globes.
  • Locate coordinates on a grid.
  • Interpret thematic maps.
Understanding:
Students understand that:
  • Geographical information can be used to locate an area in Alabama or the world on a map or globe.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 38
Learning Activities: 1
Lesson Plans: 37
Multimedia: 0
Unit Plans: 0
2 ) Locate the continents on a map or globe

•  Using vocabulary associated with geographical features of Earth, including hill, plateau, valley, peninsula, island, isthmus, ice cap, and glacier
•  Locating major mountain ranges, oceans, rivers, and lakes throughout the world (Alabama)
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Strand: Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Locate the continents on a map or globe.
  • Use vocabulary associated with geographical features of Earth correctly.
  • Locate major mountain ranges, oceans, rivers, and lakes throughout the world.
Teacher Vocabulary:
  • geographical features
Knowledge:
Students know:
  • How to locate continents on a map or globe.
  • How to use vocabulary associated with geographical features of Earth.
  • How to locate major mountain ranges, oceans, rivers and lakes throughout the world.
Skills:
Students are able to:
  • Locate continents on a map or globe.
  • Use vocabulary associated with geographical features of Earth.
  • Locate major mountain ranges, oceans, rivers and lakes throughout the world.
Understanding:
Students understand that:
  • Maps and globes can be used to locate major geographical features of Alabama and the world.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 27
Learning Activities: 0
Lesson Plans: 27
Multimedia: 0
Unit Plans: 0
3 ) Describe ways the environment is affected by humans in Alabama and the world. (Alabama)

Examples: crop rotation, oil spills, landfills, clearing of forests, replacement of cleared lands, restocking of fish in waterways

•  Using vocabulary associated with human influence on the environment, including irrigation, aeration, urbanization, reforestation, erosion, and migration
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Strand: Economics, Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Describe ways environment is affected by humans in Alabama and the world.
  • Explain ways crop rotation, clearing of forests and replacement of cleared lands and other human activities has affected the environment of Alabama and the world.
Teacher Vocabulary:
  • restocking of fish in waterways
  • irrigation
  • aeration
  • urbanization
  • reforestation
  • migration
Knowledge:
Students know:
  • How to correctly use vocabulary associated with human influence on the environment.
  • How to differentiate ways the environment is affected by humans in Alabama and the world.
Skills:
Students are able to:
  • Use vocabulary to relate the impact human activity has on the environment of Alabama and the world.
Understanding:
Students understand that:
  • The environment in Alabama and the world is affected by human activity.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 27
Learning Activities: 0
Lesson Plans: 27
Multimedia: 0
Unit Plans: 0
4 ) Relate population dispersion to geographic, economic, and historic changes in Alabama and the world. (Alabama)

Examples: geographic—flood, hurricane, tsunami

economic—crop failure

historic—disease, war, migration

•  Identifying human and physical criteria used to define regions and boundaries
Examples: human—city boundaries, school district lines

physical—hemispheres, regions within continents or countries

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Strand: Economics, Geography, History
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Identify ways population dispersion affected geographic, economic, and historic changes in Alabama and the world.
  • Relate ways human criteria (counties, cities, school districts, etc.) and physical criteria (hemispheres, regions within countries, river systems, etc.) are used to define boundaries and regions.
Teacher Vocabulary:
  • geographic changes
  • economic changes
  • historic changes
  • human criteria
  • economic failure
  • hemisphere
  • county boundaries
  • city boundaries
  • flood
  • hurricane
  • tsunami
Knowledge:
Students know:
  • How to use vocabulary associated with population dispersion.
  • How to identify human and physical criteria used to define boundaries and regions.
Skills:
Students are able to:
  • Relate population dispersion to geographic, economic and historic changes.
  • Discover ways physical and human criteria differ from one another.
Understanding:
Students understand that:
  • Geographic, economic, and historic changes have an impact on population dispersion in Alabama and the world.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 13
Learning Activities: 1
Lesson Plans: 12
Multimedia: 0
Unit Plans: 0
5 ) Compare trading patterns between countries and regions.

•  Differentiating between producers and consumers
•  Differentiating between imports and exports
Examples: imports—coffee, crude oil

exports—corn, wheat, automobiles

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Strand: Economics, Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Analyze trading patterns between countries differentiating between producers and consumers, and imports and exports.
Teacher Vocabulary:
  • trading patterns
  • producers
  • consumers
  • imports
  • exports
Knowledge:
Students know:
  • The meaning of trading patterns, producers, consumers, imports, and exports.
  • How to identify trading patterns of countries.
Skills:
Students are able to:
  • Analyze information.
  • Explain how things are related.
  • Recognize patterns.
Understanding:
Students understand that:
  • There are effects of trading patterns between countries and these can differentiate between producers/consumers and imports/exports.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 19
Learning Activities: 2
Lesson Plans: 15
Multimedia: 2
Unit Plans: 0
6 ) Identify conflicts within and between geographic areas involving use of land, economic competition for scarce resources, opposing political views, boundary disputes, and cultural differences.

•  Identifying examples of cooperation among governmental agencies within and between different geographic areas
Examples: American Red Cross, Federal Emergency Management Agency (FEMA), World Health Organization (WHO)

•  Locating areas of political conflict on maps and globes
•  Explaining the role of the United Nations (UN) and the United States in resolving conflict within and between geographic areas
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Strand: Economics, Geography, History, Civics and Government
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Identify economic, geographic, historical and political conflicts and their causes which occur within and between countries and regions.
Teacher Vocabulary:
  • geographic area
  • governmental agencies
  • United Nations
  • conflict
  • political
  • economic
Knowledge:
Students know:
  • How to use a map to locate geographic regions.
  • The role of governmental agencies.
  • The role of the United Nations (UN) and the United States in resolving conflicts.
  • Vocabulary: geographic area, governmental agencies including American Red Cross, World Health Organization (WHO) and Emergency Management Agency (FEMA), and United Nation
Skills:
Students are able to:
  • Analyze how cooperation and conflict among people contribute to political, economic and cultural conflicts.
  • Locate places on physical and political maps.
  • Identify and summarize information related to cooperation of governmental agencies.
Understanding:
Students understand that:
  • Conflicts occur within and between geographic areas over land, economic competition for scarce resources, opposing political views, boundary disputes, and cultural differences.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 23
Learning Activities: 2
Lesson Plans: 21
Multimedia: 0
Unit Plans: 0
7 ) Describe the relationship between locations of resources and patterns of population distribution.

Examples: presence of trees for building homes, availability of natural gas supply for heating, availability of water supply for drinking and for irrigating crops

•  Locating major natural resources and deposits throughout the world on topographical maps
•  Comparing present-day mechanization of labor with the historical use of human labor for harvesting natural resources
Example: present-day practices of using machinery versus human labor to mine coal and harvest cotton and pecans

•  Explaining the geographic impact of using petroleum, coal, nuclear power, and solar power as major energy sources in the twenty-first century
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Strand: Economics, Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Describe the economic and geographical relationship between locations of resources and patterns of population distribution.
Teacher Vocabulary:
  • mechanization
  • population distribution
Knowledge:
Students know:
  • How to use topographical and population maps.
  • That locations of resources will determine population distribution.
  • The difference between historical use of human labor and present-day mechanism of labor.
  • That major energy sources have impacted the twenty-first century.
  • Vocabulary : resources, patterns, population distribution, topographical maps, human labor, machinery, energy sources
Skills:
Students are able to:
  • Explain the relationship between locations of resources and patterns of population distribution.
  • Locate natural resources and deposits in the world.
  • Compare present-day mechanization of labor with historical use of human labor.
  • Analyze the geographic impact of major energy sources in the twenty-first century.
Understanding:
Students understand that:
  • Locations of resources and patterns of population distribution are related.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 15
Learning Activities: 0
Lesson Plans: 15
Multimedia: 0
Unit Plans: 0
8 ) Identify geographic links of land regions, river systems, and interstate highways between Alabama and other states. (Alabama)

Examples: Appalachian Mountains, Tennessee-Tombigbee Waterway, Interstate Highway 65 (I-65), Natchez Trace Parkway (Alabama)

•  Locating the five geographic regions of Alabama (Alabama)
•  Locating state and national parks on a map or globe (Alabama)
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Strand: Economics, Geography, Civics and Government
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Recognize how land regions, river systems, and interstate highways between Alabama and other states are connected.
  • Locate the five geographic regions and state and national parks of Alabama on a map or globe.
Teacher Vocabulary:
  • river systems
  • interstate highways
  • five geographic regions
  • state and national parks
Knowledge:
Students know:
  • How to apply the concepts of map and globe skills.
  • How to identify the five geographical regions of Alabama.
Skills:
Students are able to:
  • Use a map or globe to locate land regions, river systems, interstate highways, and state and national parks.
Understanding:
Students understand that:
  • Land regions, river systems, and interstate highways connect Alabama to other states.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 17
Learning Activities: 1
Lesson Plans: 15
Multimedia: 0
Unit Plans: 1
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

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Strand: Economics, Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Investigate and explain ways to prepare for natural disasters.
Teacher Vocabulary:
  • flood-prone areas
  • earthquake insurance
  • flood insurance
  • hurricane shelters
  • tornado shelters
  • emergency
  • evacuation routes
Knowledge:
Students know:
  • Appropriate ways to prepare for natural disasters in order to minimize negative effects.
  • Vocabulary: flood prone areas, earthquake insurance, flood insurance, hurricane shelters, tornado shelters
Skills:
Students are able to:
  • Establish an emergency plan.
Understanding:
Students understand that:
  • There are appropriate ways to prepare for natural disasters in order to minimize negative effects.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 3
Learning Activities: 0
Lesson Plans: 3
Multimedia: 0
Unit Plans: 0
10 ) Recognize functions of the Declaration of Independence and the Constitution of the United States.

•  Describing the process by which a bill becomes law
•  Explaining the relationship between the federal government and state governments, including the three branches of government (Alabama)
•  Defining governmental systems, including democracy, monarchy, and dictatorship
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Strand: Economics, Geography, History
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Identify ways people are affected by their human and physical environments and provide examples of each.
  • Compare physical features of regions throughout the United States.
  • Identify positive and negative ways people affect the environment, including the benefits of recreation and tourism at state and national parks.
Teacher Vocabulary:
  • identify
  • human environment
  • physical environment
  • compare
  • physical features
  • regions of the United States
  • recognize benefits
  • recreation
  • tourism
  • state parks
  • national parks
Knowledge:
Students know:
  • Difference between human and physical environments the physical regions of the United States and the features of each.
  • Affects of environment on human behavior and ways of life.
  • Positive and negative affects of humans on the environment.
  • Examples of types of tourism and recreation and the affects of each, including state and national parks.
Skills:
Students are able to:
  • List examples of the ways human and physical environments affect people and the ways they live.
  • Differentiate between regions of the United States based upon their physical features.
  • Differentiate between positive and negative effects that people have on the environment.
  • Explain the benefits of recreation and tourism, including at state and national parks.
Understanding:
Students understand that:
  • There are various ways that people are affected by their human and physical environments, as well as the effects, both positive and negative, that humans have on the environment.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 17
Learning Activities: 0
Lesson Plans: 13
Multimedia: 3
Unit Plans: 1
11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.

•  Comparing maps of the past to maps of the present
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Strand: History
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Interpret legends, stories, and songs to identify the contributions each made to the development of the cultural history of the United States.
Teacher Vocabulary:
  • interpret
  • legends
  • stories
  • songs
  • contributed
  • development
  • cultural history
  • tall tales
  • folk heroes
Knowledge:
Students know:
  • The purpose and essential elements of legends, stories, and songs.
  • Examples of legends, stories, and songs that contributed to United States' cultural history including American Indian Legends, African American Stories, Tall Tales and stories of Folk Heroes.
  • Vocabulary: legends, stories, songs, cultural history.
Skills:
Students are able to:
  • Interpret legends, stories, and songs.
  • Identify the purpose and essential elements of legends, stories, and songs.
  • Identify the contribution that specific legends, stories, and songs had on the development of cultural history of the United States.
Understanding:
Students understand that:
  • There are legends, stories, and songs that have contributed to the development of the cultural history of the United States.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 10
Learning Activities: 0
Lesson Plans: 10
Multimedia: 0
Unit Plans: 0
12 ) Explain the significance of representations of American values and beliefs, including the Statue of Liberty, the statue of Lady Justice, the United States flag, and the national anthem.

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Strand: History, Civics and Government
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Identify national historic figures, including the founding fathers and other historic male and female American's, and relate them to the democratic values each exemplifies.
  • Describe national celebrations, including their significance and democratic values associated with each.
  • Identify American symbols and monuments and describe the history and significance of each.
Teacher Vocabulary:
  • historic figures (male and female)
  • celebrations
  • exemplify
  • democratic values
  • recognize
  • founding fathers
  • significance
  • national holidays
  • American symbols
  • monuments
Knowledge:
Students know:
  • Fundamental democratic values including equality, justice, and responsibility for the common good.
  • The names and significance of national historic figures, both male and female.
  • The significance of national holidays and the relationship of each to democratic values.
  • The history and significance of American symbols and monuments.
  • Vocabulary: democratic values, equality, justice, responsibility, common good, founding father, national holiday, American symbol, monument
Skills:
Students are able to:
  • Identify national historic figures and celebrations.
  • Identify the ways historic figures and celebrations exemplify fundamental democratic values.
  • Recognize our country's founding fathers and other historic male figures.
  • Recognize historic female figures.
  • Describe national holidays, including the significance of each and the democratic values associated with each.
  • Identify American symbols and monuments and describe the history and significance of each.
Understanding:
Students understand that:
  • There is an importance and impact of national historic figures and celebrations.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 19
Learning Activities: 0
Lesson Plans: 19
Multimedia: 0
Unit Plans: 0
13 ) Describe prehistoric and historic American Indian cultures, governments, and economics in Alabama. (Alabama)

Examples: prehistoric—Paleo-Indian, Archaic, Woodland, Mississippian

historic—Choctaw, Chickasaw, Cherokee, Creek (Alabama)

•  Identifying roles of archaeologists and paleontologists
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Strand: History
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Reconstruct a past event using various primary sources, including calendars and timelines.
Teacher Vocabulary:
  • primary sources
  • calendars
  • timelines
  • reconstructing
  • past
Knowledge:
Students know:
  • How to use a calendar.
  • How to interpret a timeline.
  • Vocabulary: primary sources, calendar, timeline, past, historical letter, artifacts
Skills:
Students are able to:
  • Read a calendar.
  • Create and use a timeline.
  • Analyze a historical document.
  • Utilize maps, photographs, and other visual historic resources.
Understanding:
Students understand that:
  • Primary sources play an important role in reconstructing the past.